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E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

2004

Editors

Janice Nall; Robby Robson

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Table of Contents

13
This conference has 13 award papers. Show award papers

Number of papers: 551

  1. Interactive Electronic Portfolios: Documenting Educators’ Professional Development

    Dianna Newman, Leigh Mountain, Mary Cohen & Kristie Asaro, University at Albany/SUNY, United States; Dean Spaulding, The College of Saint Rose, United States

    The use of portfolios for documenting student progress is a common practice in higher education. Many disciplines are requiring that a student's work serve as evidence of skills, knowledge, and... More

    pp. 1396-1401

  2. Issues in E-learning Community in Malaysia: Perspective from an Instructional Technologist

    Nor Azilah Ngah, Universiti Sains Malaysia, Malaysia

    Based on her experience as an educator in the field of instructional technology in Malaysia, the author discusses current issues plaguing the e-learning community in Malaysia. Some of the issues... More

    pp. 1402-1407

  3. Classroom Virtue in a New Environment: Achieving Classroom Excellence Using Online Delivery

    Pil-Won On & Charlene Sox, Appalachian State University, United States

    With the high demand and needs of alternative course delivery, the business education program at Appalachian State University is in the process of a two-year long transition into from traditional... More

    pp. 1408-1411

  4. An Alternative Approach to Moderating Online Discussion

    Guohua Pan, Lakeland College, Canada

    This study investigated one WebCT module in which two cohorts of students used online discussion as the principal component of their online learning. The two cohort groups of 22 adult students were... More

    pp. 1412-1417

  5. Advanced Content Development for Professional E-Learning

    Katherine Pang, EdWay Online, United States

    Participants who attend this workshop will have an interactive opportunity to implement proven teaching methodologies and pedagogy with advanced instructional design and content development models ... More

    pp. 1418-1419

  6. A framework of designing goal-based simulations: Implications for Activity Theory

    Jonghwi Park, McGill University, Canada

    Goal-based simulations (GBSs) have recently emerged as an approach to designing e-Learning, which provides narrative events to help learners reshape their misconceptions of a domain through the... More

    pp. 1420-1424

  7. Differentiating the Graduate Curriculum Combining IT, Collaboration and Deep Learning

    James Penrod, University of Memphis, United States; Barbara Perry, Union University, United States

    Instructional technology can be a key differentiator for colleges and universities as they confront the challenges of the 21st century which includes the demand for distinctive student learning.... More

    pp. 1425-1430

  8. Pre-service Teachers as Data Driven Decision-makers: Seven Steps to E-Learning

    Anne Pierce, Hampton University, United States

    Hampton University pre-service teachers are engaged in Project Tilda designed to raise K-12 student performance through more effective use of technology. Seven steps will be identified to... More

    pp. 1431-1434

  9. Streamlining the Instructional Design Process with Electronic Communication

    Mary Ellen Pierson, Fan (Luisa) Li & Juhong (Christie) Liu, Instructional Technology Program, Virginia Tech, United States

    Electronic communication tools, especially e-mail, are coming to be used for more than their original communication capabilities. E-mail has been found to contain much knowledge creation and... More

    pp. 1435-1436

  10. Using Asynchronous E-learning to Develop Autonomous Learners

    Michael Ponton & Gail Derrick, Regent University, United States; Nancy Wiggers, University of Mississippi, United States

    The purpose of this paper is to propose that the development of learner autonomy is an important educational objective and that e-learning environments can be constructed to facilitate this... More

    pp. 1437-1441

  11. A Condensation and Review of Various "Learning Object" Activities and Efforts

    W. Curtiss Priest, MIT and the Center for Information, Technology & Society, United States; P. Kenneth Komoski, Educational Products Information Exchange (EPIE), United States

    The phrase "learning objects" appears to have replaced the phrase "learning resources." A keynote speech at E-learn 2002 described a major effort in Canada under the direction of Canarie. At E... More

    p. 1442

  12. Interactive Communication Tools in E-Learning: What Works?

    Judi Repman, Randal Carlson & Cordelia Zinskie, Georgia Southern University, United States

    Instructors designing online learning can utilize an array of computer-mediated communication tools to promote student engagement and interaction. This brief paper surveys research available on... More

    pp. 1443-1448

  13. Social Strategies for Engaging Online Learners

    Trinity Ryan & Katica Jacob, University of Colorado, United States

    One of the biggest challenges facing online education is the retention of learners. Many learners who drop out of online courses do so because they do not feel socially engaged in the course. While... More

    pp. 1449-1452

  14. Guiding Faculty in Innovative Curriculum Design

    Leslie Richards, University of Waterloo, Canada; Diane Salter, Sheridan College Institute for Technology and Higher Learning, Canada

    When introducing technology options, the greatest challenge for institutions is often the provision of faculty training in how to use these technologies effectively. At our institution we created a... More

    p. 1453

  15. DESIGNING a WEB-BASED LEARNING ACTIVITY USING MACROMEDIA FLASH

    Tuncay Saritas, Iowa State University, United States

    Designing online learning and teaching environments have been the focal point of educators and instructional designers. The purpose of this web-based educational product is to teach and facilitate ... More

    pp. 1454-1459

  16. The Library BlackBoard Interface

    Susan Sarnoff, Joy Bi, Anita Grant, Wanda Sue Rohrbough, Sherri Saines & Lorraine Wochna, Ohio University, United States

    This paper discusses the preliminary results of a survey that assessed how faculty at one university use BlackBoard to link their students to course readings, specialized search sites, web links... More

    pp. 1460-1464

  17. No Adult Left Behind – Ensuring Meaningful Academic Experiences for Nontraditional Students in Distributed Learning Settings

    Michael Scheuermann, Drexel University, United States

    The number of undergraduates working full time is steadily increasing. Concurrently, American workplaces experienced tremendous change. Thus, these students have to meet new challenges, adapt to... More

    pp. 1465-1472

  18. New Dimensions To On-line Presentations: Testing and Results

    Ranjana Shukla, Hira Sathu & Jun Li, UNITEC Institute of Technology, New Zealand

    Abstract: This paper describes an On-Line Presentation application developed in-house. The objective of the application is in keeping with the remote information interchange for an e-learning... More

    pp. 1473-1479

  19. Learning math problem-solving in online courses

    Glenn Smith, David Ferguson & Edwin Tjoe, Stony Brook University, United States

    How can students learn problem-solving in online courses? Learning to problem-solve is critical to undergraduate college students' mastery of mathematics. In traditional face-to-face courses, the... More

    pp. 1480-1482

  20. No Child Left Behind: Is your Web site accessible? WebAIM’s Research, Resources, and Tools

    Jared Smith & Michael Lyman, WebAIM (Web Accessibility in Mind), United States

    American students in K-12 education are guaranteed access to the general curriculum under the 1997 Individuals with Disabilities Education Act. In many cases, access is not possible for persons... More

    pp. 1483-1484